2025년 03월 10일 출간 | ISBN : 8925420163 | 432쪽 | 규격外 | 1판

머리말 / 3 제1장 수학교육의 이해 ···································································9 1. 수학교육의 목적과 가치 ························································9 2. 수학교육의 대상, 방법, 목표 ·················································16 제2장 초등학교 수학과 교육과정 ·····················································31 1. 수학과 교육과정의 변천 ·······················································31 2. 우리나라 초등학교 수학과 교육과정의 변천 ································41 3. 2022 개정 교육과정 ···························································52 제3장 2022 개정 수학과 교육과정에 적합한 교수ㆍ학습론 ····················65 1. 구패러다임인 교사 중심 수업에 적합한 수업 신념 및 관행 ··············66 2. 2022 개정 수학과 교육과정에 충실한 수업 신념 및 관행 ···············70 3. 실천하기 어렵지만 도전하기 ··················································85 제4장 수학학습심리학Ⅰ ·································································95 1. 자극반응이론 ····································································96 2. 피아제(Jean Piaget)의 수학 학습 이론 ····································104 3. 브루너(J. S. Bruner)의 수학 학습 지도 원리 ·····························115 4. 디에네시(Z. P. Dienes)의 수학 학습 원리 ································125 제5장 수학학습심리학Ⅱ ·······························································137 1. 스켐프(R. R. Skemp)의 수학학습심리학 ··································137 2. 프로이덴탈(Hans Freudenthal)의 현실적 수학교육 ·····················142 3. 반 힐레(van Hieles)의 기하적 사고 수준 ·································154 4. 비고츠키(Vygotsky)의 근접발달영역과 수학학습 ·························162 제6장 맞춤형 교육 ······································································171 1. 수학 학습 지원 대상 학생의 지도 ··········································172 2. 수학 영재 학생의 지도 ·······················································191 제7장 수학적 역량 ······································································213 1. 수학적 역량의 의미 ···························································214 2. 교육과정과 수학적 역량 ······················································221 3. 수학적 역량의 종류 ···························································227 제8장 수학적 사고 ······································································251 1. 수학적 사고의 유형과 의미 ··················································253 2. 수학과 교육과정 내용 영역에 기반을 둔 수학적 사고 ···················268 3. 수학하기와 수학적 추론 과정에서의 수학적 사고의 상호 연관성 ······278 4. 결론 ·············································································282 제9장 문제해결 지도 ···································································285 1. 문제와 문제해결의 의미 ······················································286 2. 교과 역량으로서 문제해결 ···················································291 3. 문제해결 지도 방법론 ························································297 제10장 수학 교구와 공학 도구 ························································315 1. 수학 교구 ······································································316 2. 공학 도구의 활용 ·····························································330 3. 교구 및 공학 활용 시 유의점 ···············································346 제11장 다문화 수학교육 ·································································351 1. 포용적 교육(Inclusive Education)과 다문화 교육현황 ·················351 2. 다문화 교육의 기초: 문화 대응 교수법 ····································357 3. 수학교육에서의 문화 대응 교육 ·············································369 제12장 수학과 평가 ······································································389 1. 수학교육에서 평가 ····························································390 2. 수학과 교육과정에서 평가의 변화 ··········································397 3. 수학교육에서 평가 방법 ······················································404 찾아보기 ···········································································429